Abstract:

In this study, we have described distance and open learning environment and how the environmental variables Influence the SGPA of distance learners. The sample population of the study were primary teachers trained through distance education in eastern Ethiopia. The findings revealed that there were no gender differences in perceptions of distance learners about psychosocial aspect of the learning environment, the institutional support they receive, the home environment, and the study centre environment. The students felt that the d~stance-learning environment in eastern Ethiopia, namely, Harar and Dire Dawa areas, is below the average of the distance and open learning environment scale and it is not an enabling env17onment in its present status for distance learning. The Z- test was used to test gender differences in perceptions of distance learning environment. In addition to the questionnaire, interview schedules and unstructured observations were used to explore the conditions of study centres and student support services. The path analysis of the relationship of environmental vaiiables to the SGPA of distance learners show that the environmental-macro variables had no direct effects on the SGPA of distance learners. The environmental variables first affect the study habits of individuallearners through micro-variables such as self-motivation, self-regulation, and commitment of time to study. The study also has shown that these intervening variables had a more direct effect than the environmental variables on SGPA of distance learners. Having a quality environment by itself does not ensure academic success, but it plays a catalytic role in enhancing the academic performance of students.